Category Archives: technology

The Story of a School

Posted on May 19, 2013 by | Leave a comment


Guest Post: Jas Kooner, teacher at Woodward Hill Elementary, provides this article. She tells the story of her school and shares the video that premiered at the Engaging the Digital Learner Series. With repeated requests for the video, you can now read their story and watch the video here.

Woodward Hill Elementary is an ordinary school with some typical students learning in some extraordinary ways.  As you walk the hallways, you will find students engaged in audiobooks, writing on blogs, communicating with other classrooms around the world using Skype or Google Hangout and sharing their learning using a variety of ways, whether it is a live drama skit or a Comic Life creation.  Students and teachers are engaged and using the tools they need to further their learning.

It has been a quite the journey to get to here. This journey began before the school was even built.   A lot of thought and discussion went into developing a vision for the school.  Our staff was very pro-active in having input into decisions that were being made by all of the people involved in the construction and furnishing stages of opening a new school.  For example, electrical outlets were placed in the ceilings for LCD projectors and conduit for the wiring in the walls. Classrooms were equipped with large speakers in the ceilings to enhance sound. The PAC contributed by entering the Keg’s Thanks a Million contest and winning $25 0000 to purchase a set of iPads for the school.  Using new technology was part of the vision established for the school.

Once the school opened, there was a steep learning curve for everyone. To be provided with the opportunity to use technology was one thing but to know how to use it was another.  Teachers had to learn independently and with their colleagues how to best use SmartBoards and iPads in their curriculum.  Teachers had to mentor and share their learning with each other.  Everyone soon realized that daily teaching activities were easier because of technology such as the document camera and speakers in the ceiling of each classroom.  Even teachers who were wary of using computers and iPads found the document camera to be an essential part of every day.  Slowly, technology began to transform teaching and learning at Woodward Hill Elementary.

Now, technology is being used as a tool where it fits in naturally for teachers and students. Differentiating learning is made much easier using technology. If a student has difficulty reading content area text, they are using audiobooks.  If a student has difficulty showing their learning by writing their thoughts, they are given the opportunity to use DragonSpeak, or Educreations or any number of other tools where they can share their understanding visually.  Learning Support Teachers (LST) have a set of 10 iPads in their room that kids who need support use without prompting even if it is not their LST designated time.  This puts students in the driver’s seat of their own learning.  They use the tools that help them learn best.

Students who would traditionally have difficulty organizing their work and space seem to thrive using technology.  They can save their work to DropBox in specific folders and find it easily.  Many students with a lack of fine motor skills use technology because they can take pride in the neat and tidy appearance of their work.  This, in turn, boosts their self-confidence as learners and they can see themselves as “successful.”

All of this has happened slowly over time and it is still happening because each teacher is in a different place in his or her own learning. Actually, it has happened in such a way that teachers don’t think that what they are doing is anything special.  We decided we needed to document the journey that our school had been on in a video in order to share our learning with each other and our parent community.  Creating this video was a very eye opening experience.  We had to ask staff to share with us what they were doing in their classrooms and at first there was hardly anybody willing to share.  Everyone thought that what they were doing was very ordinary and not worth sharing.  However, as we stepped into different classrooms to take photos or videos, we were struck by how many teachers were using technology to enhance their students’ learning and how many different ways technology was being used.  As we took video and photos we realized we had more material than we could fit into one video.  We needed to put the pieces of the puzzle together to tell a story, our school story, bringing out some common themes.

Once we had a rough copy of the video we shared it with first a small group and then the staff for the purpose of editing it, so that people could point out spelling mistakes and give input into making it better.  Instead what ended up happening was that everyone wanted to talk about what was happening in the classrooms and share ideas. Sharing the video made for a rich conversation. We learned that conversations about what we do, and sharing, even if we think it’s ordinary can be powerful, like it is here, where we share our school story:


Postscript from Elisa Carlson:  Special thanks to the whole staff who contributed to the video and to Anne Mackie, Principal, for her visionary leadership. Anne reflects… “It has been such a gift to be able to start a new school like this……and then have a year like we have had where the staff are happy, the parents are happy and the students are happy and successful……I think we all feel that we are part of something special.” We wish her all the best as she wraps up her year, her career and forges ahead on her new learning journey. Thanks to the staff, to Jas and Anne, for sharing their story.

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Posted in Education, Inquiry, ipads, personalized learning, technology, Uncategorized

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iStory-Telling

Posted on May 12, 2013 by | Leave a comment

“The truth about story telling is… that’s all we are.”  Dean Shareski

We live in our stories. There is power in telling our stories and sharing them with others. This video celebrates the learning that took place in the Surrey School District during Year One of our Innovative Learning Designs Project. The focus for the video was to explore how we, as educators, might facilitate and transform the story-telling skills of our students through the integration of technology in the classroom.

As Lisa Domeier de Suarez (former Teacher Librarian Helping Teacher) visited the various pilot schools and talked to the students and teachers involved she discovered the myriad ways students were using technology to tell their stories.  Ms. Domeier de Suarez noted the wide range of age groups and ability level able to participate in these projects.  The students readily embraced the possibilities and transformative directions made possible by the use of various technological tools and by being connected with the outside world through web publishing.

Students of all ages and ability levels were able to create: eBooks, movies, animations, stop-motion movies, demonstration videos — even alternative ‘histories’ of civilization — to tell their stories and share these stories with the rest of the world.

The response of those involved was overwhelmingly positive.  These story-telling projects were opening doors for students to share themselves with the world and each other in new and exciting ways.  There was a palpable sense in those interviewed that they were just beginning to discover the possibilities available; where this could go in the future was anyone’s guess.

Note: Thank you to Chris Walton, LST Teacher, for writing this guest post. This video features the reflections of several of our students along with Fraser Heights Vice Principal, Denton Muir, and SD 36 teachers:  Lynda Dyck, Barbara Feltham, Lara Hayward, John Kelly, Jessica Pelat, Narinder Walia, Chris Walton and Jody Wilson.  Thanks to, Lisa Domier de Suarez and Forrest Smith, for creating this video snapshot of Year One of our learning journey. This video premiered as part of an #sd36learn workshop at ISTE last year.

For more on story telling in the 21st Century see this slideshare by Dean Shareski:

http://www.slideshare.net/shareski

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Posted in Education, ipads, personalized learning, Social Media, technology, Uncategorized

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High Tech High: A Visual Feast, An Inquiry Journey, A Relational World

Posted on April 7, 2013 by | 6 Comments


Some of the best professional development we can ever do is to visit other schools, classrooms, and teachers. We can do this in our own district and in our own region. Sometimes we are also fortunate to be able to do it further afield. The Kwantlen Park Secondary principal, Rick Breen, and Inter-A teachers, Melanie Skelin and Anthony Jay, joined me to visit two High Tech High (HTH) Schools in San Diego. The tour was a fascinating look at the school, student learning, teacher pedagogy and the principles providing the foundation. There were many things I learned (I could easily write a second post); however, I will touch on five themes here.

1. Learning is a visual feast.

Even the alcove into the washroom is a display space

Everywhere you looked, evidence of student learning was on display. Hallways and classrooms were an explosion of projects, books, models, posters, banners, sculptures, collages, photos and more.  Displays of student work provided a visual feast and a window into the learning. Assignments were accompanied with either an artist’s note or an explanation and the requirements of the project itself. I felt like I had been transported into an art school. I was reliving my own childhood growing up in Nelson, B.C. and following my dad around the Kootenay School of Art where he taught art classes and managed an art gallery. It touched me at the core of my being in a way that only art can. For me, the projects themselves were fascinating and powerful because the visual element was woven into the work. The school felt like it was alive and pulsating with learning.

2. Learning is inquiry-based.

In the elementary school, essential questions were visible on classroom doors, hallway windows and posted beside bulletin boards. The focus of student learning was clear. These questions were woven together by the students in the context of the learning objectives.

Projects are explained and exhibited

Excerpt of student work on exhibit

At the secondary school, we asked, “What’s the curriculum?” The response, “It’s taking risks.” Teachers focus on getting students to be in shape to be learners and to be curious. “Students are motivated because they choose their own path. We ask what they want to know, and what they already know. We are not crushing their souls and their creativity. With project based learning students are very invested in their work and their work becomes a labour of love,” is how Rachel Nichols, a HTH teacher, described the student engagement.

The teacher commitment to project based learning is substantial. New teachers attend a boot camp where they learn about the model and how to collaborate with other staff. They think about projects they might want to try with their students and share their ideas with other staff to find out which teachers might want to team together on the project with them. Teachers meet every week so they can turn their teaching, the learning and the projects on a dime. It’s a culture where everyone is coached and/or coaching someone else. “It is a lot of work to do PBL and make learning more interesting. We are a really committed staff that are passionate about learning.”

3. Learning is relational.

“There is one thing that makes or breaks education for kids, it’s teachers,” declared Jennifer, the HTH Biology Teacher.  The teachers all have advisory groups and they keep the same students for the life of their time at HTH. Some advisory groups meet once a week and others twice a week. There is no typical advisory group. They all are a reflection of the teacher. In some, the grade 12 students lead them. In others, the focus can be on an academic check-in. “We are adhoc parents. Sometimes we know them better than their parents.” And teachers are not just connected to those in their advisory groups. The nature of student learning and the work students produce can be potent, particularly with writing assignments in English. Rachel, an English teacher, stated that, “The intimacy with faculty and students is intense.”

4. Learning is community-based.

The school is committed to creating learning opportunities connected to the community. One of HTH’s guiding principles is to have an Adult World Connection. Projects are authentic, real and deliverable.  Students are involved in internships, field studies and community projects. Visiting professionals contribute to the classroom learning and mentoring relationships are often established with outsiders. When we visited, students were working with a scientist from a local university to collect biological specimens from their home. What were they examining? How is urbanization affecting pollinization in San Diego? All students in grade 12 go out for a six-week internship in their senior year. Prior to the internship they attend workshops to prep, learn about resumes, and even how to shake hands. The internship is the time to do an authentic project on behalf of the hosting organization. The seniors will do a summative presentation at the end of the internship at the intern site itself and other students come to watch. The seniors frequently give presentations to outside audiences and their peers.

 5. Teachers are deeply engaged in their learning.

Foundational beliefs posted on school walls

“I am driven by the very fact that I can do anything I am interested in. Teach to your passions and take risks. I learn 100 times more than the students. It is exhilarating and exhausting here. Somehow keeping the balance is the challenge,” explained Rachel Nichol. When someone asked about burnout, she replied, “I wouldn’t call it burnout here because it is so exciting. People could do a better job of home/life balance but burnout means being bored. We aren’t bored. Like marathoners we need stamina.”

Real projects, real books, on display

When we were touring the school, we were invited to ask questions of any students or staff. I was curious how a student might describe his experience. I interviewed Spencer, one of our gracious student guides, and asked him what three things he liked best about High Tech High. He didn’t hesitate in his response. Most important for him was his relationship with his teachers. Second, the ability to be creative with his schoolwork was key. Third, he loved the ability to choose the work. Spencer was deeply invested in the school, clearly thriving in the environment and finding joy in learning. And truly, isn’t that what we want for all students?

Thank you to the Kwantlen staff for joining me on this venture. Thanks as well to the High Tech High teachers and students for opening their doors to us and providing us a window into their learning.

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Posted in Education, High Tech High, Inquiry, personalized learning, Problem Based Learning, technology, Uncategorized

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Our Participant Driven Unconference

Posted on March 3, 2013 by | 2 Comments

“It’s all about passion. If you are bored teaching what you are teaching, change.”
Teacher

There were awkward moments. Like when we were just starting the morning and an educator whispered to me, “This is out of my comfort zone.” Things that are new and different from our regular experience can be uncomfortable. This is true. There were also amazing moments. The dialogue was rich, diverse, challenging and informative.  Teachers described heir journey. They spoke about their practice and how it was changing. People shared their challenges, the struggles and joys of teaching, and their hopes for their students. And people connected to the stories and to each other because it is about the relationships.

Last month our district organized our second-ever EdCamp Unconference. We invited teams from forty of our Innovative Learning Designs (Phase 2) schools. About 150 attended and when I asked at the start of the morning how many had ever attended an EdCamp, only four people (one of which was me), put up their hand. EdCamp is referred to as an “unconference.” It is a structure for “promoting organic, participant–driven professional development.” (See here). You can find out more about it on Wikipedia.

I think this video captures some of the spirit of the day:

Surrey Ed Camp 2013 from paul langereis on Vimeo.

For me what was powerful were the words of Catherine Berron, Principal of Riverdale Elementary, when she said, “And what I really liked was the fact that people felt comfortable enough to share where they were at in the journey.  There was a certain level of trust and I think it tells a lot about who we are in the district that we can have that conversation.”

Let’s keep the conversation going.

Special thanks to Helping Teachers Kevin Amboe, Orwell Kowalyshyn, Ross Powell, Sarah Guilmant-Smith and Iain Fischer for their work in organizing the event. Thank you to Paul Langereis for putting together the movie for us.

 

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Social Studies 11—Exploring Learning Through Technology

Posted on February 3, 2013 by | 2 Comments

How do we know if what we are doing is making a difference? When we invest time, money and resources in projects, what are we hoping for as an outcome? How will we know if we have achieved it? We must never stop asking key questions: Have we chosen the right priorities? Is what we are doing working? If it isn’t working, are we prepared to acknowledge that fact and adjust our plans accordingly? How do we learn as an organization if we do not take the time to reflect on our work?

A year ago we launched a Social Studies 11 e-text project (you can read about it here). As JB Mahli, SS Helping Teacher (@JB_Mahli), explains it, “A key aspect of the pilot is the fact it is a grassroots initiative, driven and led by Social Studies teachers and department heads.” The purpose of the project was two fold: to explore putting our feet in the digital e-text waters and to see how the use of technology might provide an opportunity to reconsider “traditional” teaching practices. We did not just drop e-texts and iPads into classrooms. The teachers were also supported with key staff development opportunities, from bootcamp on the one hand, to exploring ideas around historical thinking and inquiry-based learning, on the other hand.  The teachers also looked at assessment practices and how to differentiate instruction or personalize learning. As we had rolled out a small pilot in phase 1, and added additional schools in phase 2, the timing was good to collect some feedback from teachers and students before we moved into Phase 3.

What did we want to know? Three things formed the crux of our query: Were students more engaged in their learning? Was student achievement increasing? Were we creating opportunities for students to personalize their learning? We set up a simple on-line survey and sent it out to the Department Heads. We wanted to know what was working well and what needed to be reconsidered before moving forward.

Our results (see here) provided us with a window into the experience from the teacher’s perspective.  Questions ranged from asking about student ownership and control, student ability to remix content and express historical ideas, to the student’s ability to represent their own thinking through their own lens.


Overall, teachers were candid in their responses. There was definitely a strong theme about the impact on student interest. One teacher wrote,

Engagement, engagement, engagement. Students were far more engaged in class content with the use of the iPad. This engagement provided more energy in the room and that allowed a more positive attitude toward all areas of the class. The iPad leads to more student centered activity, more trust, higher order thinking activities and more ownership over their learning.

Another teacher tempered his response with, “I am not sure if the level of thinking is improving…just the resources to investigate essential questions and inquiry projects is greater” to “Yes, I believe it has improved [student learning]. Students have shown their understanding by creating iMovies and other videos where they are the creators and ‘narrators’ of their story. The evidence of improved student learning is the portfolio of student created work.” Not all comments were glowing, one teacher felt the impact on student learning was “inconclusive at this time” and another indicated, “I would need more time to adequately determine this.” We need to be mindful that some of this technology is new to teachers as well and the learning curve can be steep. Time to learn together was identified as important.

The use of technology was strategically embedded in learning about effective instructional practices. We were clear that an iPad in the hands of a student was not the solution to a better classroom. The focus was on teaching and learning; it is the teacher that makes the difference. One teacher summarized this succinctly:

While I do believe that my teaching practice has changed because of the introduction of the ipad, having a helping teacher who has also been talking about using problem and inquiry-based instruction, as well as critical thinking and historical thinking is important as well. The iPad and a helping teacher has been essential if the district socials department is going to have any change in pedagogy away from content coverage.

The challenge of moving from content coverage to uncovering the content was seen as an important shift.

We repeated the survey (with a few student-friendly adjustments) with a small sample of students that were participating in the program from across the participating schools. The full results can be found in the prezi here.

An executive summary of both surveys is also available here. This, too, is fascinating and captures the key ideas that emerged.

Perhaps, for me, the most fascinating theme that emerged was that “All teachers described changes in their pedagogy which they felt were directly related to the impact of the Social studies iPad and E-text pilot.” At the end of the day, it is about teaching and learning. We provided support and learning for teachers to reflect together on their practice and create richer opportunities for student learning—perhaps we accomplished our goal after all.

Thank you to JB Mahli (Social Studies Helping Teacher, @JB_Mahli) and Dr. Donna VanSant (@vansantd) for their work in designing the survey instrument. Thank you to the many Social Studies teachers and students that were willing to complete the survey and be candid about their experiences. The project was supported with rich professional development opportunities (including workshops with @shareski, @neilstephenson, @JB_Mahli and @Iain_Fisher that focused on themes around Inquiry-Based Learning, Historical Thinking, Critical Thinking, Assessment and Differentiated Instruction). The E-text in question was the Pearson Counterpoints 2nd Edition.

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Reflection: The Vehicle for Continuous Improvement

Posted on January 20, 2013 by | 6 Comments

Reflection can help deal with ambiguity, stress and change. In our work, we often have to cope with new, unique problems we have not met before. The ability to reflect is essential to recognising and confronting the uncertainly we feel as we try to deal with these problems.

All this means that reflection is not a bland or innocuous process—it is central to becoming a powerful, critical professional who is prepared to challenge the way things are done.

Quality Improvement Agency for Lifelong Learning

This past week was mind-bending in a multitude of ways. Our district was fortunate to have Bill Ferriter from North Carolina present as part of our Engaging the Digital Learner Series: Going Deeper. Bill encouraged teachers to be innovative with their practice and to ask students to do work that truly matters. Bill challenged us to create highly engaged learning spaces to meet the needs of the iGeneration. The impact of his message on the audience of 280educators was electrifying. Even our district’s twitter feed was working overtime as educators responded to the session, sharing their learning in the room.

For me, there was an ironic juxtaposition between encouraging educators to push the boundaries of their practice, connecting students to others around the world to solve real and meaningful problems while simultaneously pausing to examine our practice in the light of Internet safety and privacy issues.  The timing was coincidental but we (Dan Turner, Director of IMS and myself) had invited Alec Couros to come to our district to examine our practices and give us advice on the work we are doing. Alec is a well-regarded Professor of Education Technology at the University of Saskatchewan, a sought-after presenter, and a thought leader on navigating the digital highway (see here). Together, we are looking at important questions, such as:

  • What does governing a progressive, innovative, digital, 24/7, 21st century learning environment look like?
  • How can we create safe, collaborative environments for student and staff to personalize their learning while maximizing the use of Web 2.0 tools?
  • How can we navigate the risks successfully?
  • What are the checks and balances we need moving forward as a district?
  • What safeguards need to be in place to ensure the “walled garden” provides safe opportunities for students to become responsible digital citizens?
  • Conversely, outside of the “walled garden,” what safeguards need to be in place to ensure students become responsible digital citizens?

If the world is indeed our classroom–we can now see and almost touch it through technology–we need to ensure we are preparing students to navigate the digital landscape both safely and successfully.  We also want to make sure that we are using technology for meaningful work and not for mere digital entertainment.

Alec Couros was collecting data on this visit. We were approaching the questions and our dilemma through a case study analysis. We arranged for him to visit some lead schools and teachers (George Vanier Elementary, Johnston Heights Secondary and Bonaccord Elementary) to find out how their students were engaging in the digital space and what safeguards were in place. We want to find a way to put systems into place to ensure ALL of our schools are engaging in best practices navigating the new digital frontier.  We did not want to select schools where we knew they were doing it “right” but schools where they were stretching the boundaries of their practice. We also had Alec interview selected individuals (Helping Teachers, IMS staff and Senior leaders) that could provide him with a snapshot of the burning issues or concerns that arise when you release students and teachers to learn using 21st century ideals.

I was fortunate enough to attend many of these interviews. Teachers and administrators described what the students in their classes and schools were doing. Teachers are providing amazing learning experiences for students. The dialogue was rich. The conversations frank. Dilemmas were discussed and potential solutions explored.  Not all of the questions were comfortable for us. Sometimes we need to be a little uncomfortable. It provides us with the motivation to change. When you invite an expert in, there is a large measure of vulnerability that goes along with that. The learning for all of us at the table was valuable and thought provoking.

For me personally, having someone examine our work in the district was a reflective exercise on my leadership. I had the “should have” experience. I should have communicated more. I should have provided more guidance. I should have demonstrated more leadership when I knew things needed to be done. I should have spent more time doing XX. I should have delegated other duties and made these ones a priority. I should have spoken up at critical meetings. Why didn’t I insist that some of these matters were important and we needed to find agreement and resolution as a district?  If principals and teachers do not know or have the information they need to ensure students are educated appropriately, we in district positions bear that responsibility. Clearly, I should have carved out time to stop and think about the work on a larger scale rather than rush from meeting to meeting to attend the urgent as opposed to that which is truly important. “For many practitioners, doing swallows up learning” (see Joy Amulya, italics mine). I needed more of a reflective pause to determine what really mattered.

Of course, I have excuses. I could make lists of them. At the end of the day, however, the responsibility for guiding the educators in our district rests on my shoulders as a Director of Instructor with Technology in my portfolio. I share that responsibly with other Senior Leaders but, for the most part, the buck stops at my doorstep. Having had the opportunity for some sleep, some family distraction, some unrelated reading, a longish run in the fresh air, a late afternoon nap—I can now step back and see it more objectively. Dissonance and a “should have” experience is not such a bad thing; it will motivate me to ensure we come out at the other end in the best possible position we can be in. Even the Wikipedia entry on Reflective Practice notes, “In particular, people in leadership positions have a tremendous development opportunity if they engage in reflective practice” (italics mine).

At the end of Alec’s time with us, he will prepare a white paper (of sorts) and we will have recommendations to help move us forward. I look forward to benefiting from his expertise (and of those he interviewed). We hope it is a document that other districts might find valuable as well. Our goal is to continue to be innovative, providing rich learning opportunities for students and teachers that make sense for our generation of learners. We do this is the context of continuous improvement. As we engage in “deeper forms of reflection, it becomes possible to identify learning edges, those questions or issues that an individual or group is seeking to understand in order to advance their work” (see Amulya).  I want to be on the learning edge to push the boundaries of what we can do in education. We engage in reflective practice as a form of purposeful learning (see Amulya). It drives us to action and is the vehicle for continuous improvement. I look forward to the journey.

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Posted in Education, Elisa Carlson, Social Media, technology

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Learning: Just so-oh, pedestrian

Posted on January 6, 2013 by | 2 Comments

What am I learning? Well, the magic fairy didn’t appear; I had no personal tutor over the holidays and my fantasy did not materialize (see post here). I did, however, have a commitment to myself that I would try and PLAY with my learning. I wanted to have time to just “fiddle” and learn some new things. I didn’t want to read a manual (really, spare me) nor any detailed instructions but I was desperate enough to resort to checking out a couple of how-to videos. Then I launched in. For many of you, this list will be just so-oh, pedestrian. But for me it represents pushing my learning curve from where I am now. Some of these are things I wanted to do last summer, but just didn’t get to.  These are small steps, new learning, pushing the boundaries and wanting to understand the multitude of ways and contexts in which professional learning can take place. This is my gig. I think I have a responsibility to dive in.

1. About.Me
One of our Engaging the Digital Learner speakers (I can’t remember who: Dean Shareski? Shelley Wright? George Couros?) said we should really go to this website and grab our name, reserve our spot before someone else did. I was inspired by Ryan Hong’s page and breathed deep seeing Karen Lirenman’s background, however, I could only muster some picture of me with no lipstick riding the trails in Kelowna. Forgive the no lipstick. I am a tomboy at the best of times. And the picture brings back memories of being physical. That is what I love to do. About.me is really just one page on the web that is a visual resume. Think of it as a web-based business card that cuts to the quick about what counts for you. Most of the pages are absolutely stunning (convince me that they did not have professional photographers!).

2. Pinterest
I am not a Martha Stewart kind of person. I do not scrapbook. I had no interest in ever using this particular tool. I actually read that women predominantly use this web tool, which was simply not motivating for me.  However, I decided that I should learn it too, because, here was a place I could keep interesting pictures and quotes. I am fascinated by design, by beautiful pictures and by visual arresting images. I also collect thoughtful quotes. I have files of them…at home, at school. Here was a way to do the same thing electronically. So, I now have an account. Not a big deal. Pretty simple. But what really clinched it was that “Pin it” bookmark on the top of my tool bar. It is just so easy to “pin it.” I have just started so I don’t have many things pinned but you are welcome to check it out here. I do have to say there are some weird things about it. Like, now I have a bunch of friends. I am following people I didn’t know I was following and suddenly people are following me. Let’s be clear, these aren’t real friends but I can live with this as I explore it.

3. A Virtual Book Study:
It was a simple suggestion from a former Helping Teacher (@amnewish). “I am going to do this book study. I thought you might like to try it too.” I am now signed up for the ISTE SIGAdmin discussion of World Class Learners: Educating Creative and Entrepreneurial Students (by Yong Zhao). I have never really been in a book study group and certainly have never done one on-line. I just thought maybe it was time to change that. I have signed up and now will be participating through a CourseSite by Blackboard. That will be new to me too.

4. Google+
During the holiday Tia Henriksen (@TiaHenriksen) sent me an invitation to join Google+. I just thought, “Oh no, please, something else to learn.” Yes, that was my first reaction. But then I thought maybe I should jump in anyway and add it to my list. My 16 year old advised me it was a waste of time. He proceeded to lecture me on how Google + did not live up to all it was promised to be. He explained it received a lot of hype at the beginning but it has faded now. My 16 year old knows everything. I won’t tell you my response back to him. I am now in Google+. My circles are pretty sad but you are welcome to connect with me. We are in the age of connection and I need all the help I can get! I’m not really sure I understand it but perhaps the purpose will become clearer as I forge ahead with it. Is Google+ doing anything for you?

5. Diigo
This was the web tool I really was most interested in learning. Over vacation, I spent a few days in my office cleaning up paperwork and culling files. What I discovered was the many fascinating articles I had read about technology prior to launching our original Innovative Learning Designs projects. Buried deep in those files, I had the articles from Maine, from the Rocky Point school district, from Joe Morelock in Oregon and from Chicago as well. At a recent meeting with Apple representatives, they referenced these places. I had forgotten. Orwell Kowalyshyn (@kowalyshyn) gave me many of these references over two years ago. These districts had informed the development of our own projects. I wanted a way to file these articles electronically so I could have them. I’m in diigo now. I have just started but remember, the first step is the hardest one!

6. For Future Learning:
I did go back to visit my LinkedIn account. I still can’t figure out the advantage of being in there. I am not looking for a job, I don’t need any more relationships (I have enough challenges managing the ones I do have), and I haven’t found any of the discussions useful yet. I also find it a strange thing to invite or connect with people. It seems, I don’t know, just kind of bold. Awkward. I find the same true about Google+. It seems like saying, “I have no friends. Will you be mine?”

There are many more things I need to learn. Some of these things I did because I want to redesign my blog (Shhh! It’s a secret). I have a plan. I have sketched it out. This was part of my learning curve before I get to the redesign.

Did this seem pedestrian to you? Do you have something new you learned? Did it feel like “playing?” And is there some other tool you think I should have learned? Let me know.

The author still wonders, given the multitude of Web 2.0 tools “out there,” what makes the most sense for people such as her? If you were not prone to adopting technology easily, what would be the top five you would recommend as useful to others? Why? She would have liked to have a list (partially vetted by the Teacher-Librarian experts of the digital-highway) to know what would really make the best use of her time.

 

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My Top Three List for 2012 (with apologies to Chris Kennedy)

Posted on December 30, 2012 by | 2 Comments

Ahhh…I too have drafted a top three list. Thank you to Chris Kennedy (@chrkennedy) for inspiring this post but sincere apologies as well. As you can see, my categories are a bit different. Unlike Chris, this list does not represent a long tradition but a spontaneous moment of reflection. I am still drowning from “drinking from the firehose” but will endeavour to mark some important moments in the past year. I must say, however, it is a struggle to remember the past year. Hasn’t it rushed by in a blur? What did I really learn? Why can’t I be as reflective, profound and wise as others to nail down the most salient features of my year of learning? Here is my half-hearted and whimsical attempt at some of the good, the bad and the ugly.

Books I should have read and didn’t (see photo):

1. Finnish Lessons
2. Fierce Conversations
3. Where Good Ideas Come From
I started them, I caressed the covers, I read the author’s bios and skimmed the introductions with the fond thought that I might read them, write a review and post it in my blog. Alas, I read the intro, maybe a chapter or two, but I did not read them. They did not hold my attention but I’m sure they are all great books.

 

Books I did read that were really worth it:
1. Why School? by Will Richardson
2. Inquiry: A District Wide Approach to Staff and Student Learning
3. The Connected Educator
Why School? was fabulous. I bought copies for all my Innovative Learning Designs schools. Inquiry is a book all senior leadership staff should read. What does it mean for members of leadership team to engage in inquiry? Do we share that inquiry with others? Where are we on the learning journey? How can inquiry permeate the organization system-wide? The Connected Educator I read poolside last year during spring break while my personal pool-boy delivered bottled water and pistachio nuts. The four boys (ages 16, 13, 8 & 5) were chained to digital devices in the motel room so I could have a moment of peace and quiet. No wonder I loved the book.

Pro-D Events I wish I attended but didn’t:
1. Learning Forward
2. Workshop: How to write regular posts that others want to read
3. A private boot camp on technology designed just for me (so much to learn, so little time)
I should go to a Learning Forward conference because I have never been and because this is the central focus of my work as a Director of Instruction. I want to go but have not yet made it a priority. As for writing posts, is there any way to make this easy? What a struggle. I hope to write a post weekly but if I manage to get two done a month I am grateful. Writing is hard work. Finally, I want my own boot camp. Someone could walk me through the things I want to learn (this would be personalized learning at its best). And they could show me, hand over hand, just what I need to do. I watch, I do. Repeat (because I forget easy). I wouldn’t have to read a manual or watch a video. It would be face-to-face. This is a totally selfish fantasy. We all need to have at least one.

Professional Development Events I attended and loved (and not necessarily in this order):
1. ISTE 2012
2. Connected Ed Canada Conference 
3. Apple Educational Leaders’ Institute (an invite only event)
These events were about learning and people. Those were my highlights. I love learning and sharing or talking about it with others. It wasn’t just the sessions, it was the in between conversations, walks, discussions, and dinners as well. I was inspired. I was rejuvenated. I was refreshed.  I wanted more.

Things I should have taught my four boys but didn’t:
1. Using technology to create rather than consume (that’s why they need teachers)
2. Creating ibooks rather than playing Minecraft, Travian or Flow
3. Solving inter-personal problems with your brothers (there must be an app for that)

Most Rewarding:
1. Working with teachers
2. Learning
3. System change/innovation
I really like working with teachers. I love learning. I am fascinated by system change. End story. Full stop.

Things I hate:
1. Sitting still in long meetings (I just have to fidget with something)
2. Paper & more paper (Where should it get filed? Is there no respect for trees?)
3. My calendar (For my secretary, it’s a dirty word)
These are the reasons we call “work” “work”.

Best Personal Activities:
1. Starting running, again
2. Family boot camp in Arizona (mountain-biking, hiking, running, weights)
3. Outdoor adventures
Work is sedentary. I need to be physical. Work generally takes place inside offices and meeting rooms. I crave the outdoors.

Best Non-Educational Reading:
1. The Sharper the Knife the Less you Cry: Love, Laugher and Tears in Paris at the World’s Most Famous Cooking School
2. The Kitchen Counter Cooking School: How a Few Simple Lessons Transformed Nine Culinary Novices into Fearless Home Cooks
3. Childrens’ Books (too many of them to choose)

Favorite Treats (indulge when inbox is overflowing):
1. Ms. Vickie’s chips (preferably with dip)
2. Starbucks, especially when someone else is treating (Can you say skinny Caramel Macchiato?)
3. Chocolate covered nuts

Worst Things in my World:
1. Being injured, again
2. Sleep deprivation
3. Workload

Things that make me smile:
1. Outrageous videos (don’t some days just feel like this?)

2. People that make me laugh
3. My children (occasionally)

Things I can’t control:
1. Other people
2. Budgets
3. School Act

Things I can control:
1. Creating space for teachers to experiment with their learning
2. Designing opportunities for innovation
3. Connecting learners together

It was a crazy year. I had lots of fun. I loved making things happen and pushing the envelope of innovation. If it has made a difference for students, for teachers, then there is some gratification. Thanks for being with me (and putting up with me) on my outrageous learning journey!

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What’s your rock?

Posted on December 10, 2012 by | 3 Comments

I want to be a linchpin. Seth Godin says, “Every organization needs a linchpin, the one person who can bring it together and make a difference.” Can we create an organization of linchpins committed to making a difference? And he adds, “What will make someone a linchpin is not a shortcut.  It’s the understanding of which hard work is worth doing.” What is the most important work? Which hard work is worth doing? Do we have clarity and laser-like focus on what truly counts?

My personal goal is to transform education. I have a rock in my office that I keep on my desk. My goal is written with a black sharpie across the rock. I have intentionally used this to guide my work and remind me of my focus. My goal is broken down further into two key pieces so when I speak of transforming education it looks like this:

  • Continue to create and support opportunities for Curriculum Transformation (ie: personalized learning, 21st century learning).
  • Use technology as a tool to leverage change in pedagogy in order to transform teaching.

Essential to achieving my goal is building capacity across the organization. For me, this fits. I am fundamentally addicted to learning. I have a thirst for knowledge that is inherent in my being. I do believe that when others are equally engaged and passionate about their own learning, it has the potential to transform the organization and the classroom. When we find what we are passionate about, when it is connected to a higher purpose (making a difference with students), we are released to maximize our potential. The enthusiasm for learning, for growing, for improving, is infectious. It spreads across the organization, across the school, and into the classroom. Students reap the benefits.

At a recent meeting with some district staff and external guests, I brought my rock for “show & tell.” I used it as a symbol to talk about what is important in my work, and the work of the district. I also talked about it in connection with our district. I do feel that if we can transform education in Surrey (the largest district in the province), that we can transform it in other places as well. I see our district as a potential “tipping point.” Do it here, do it in a big way, and it will overflow and tip out to the rest of the province. In some respects, it is embarrassing to share one’s deeply personal goal with others in this fashion. I try not to feel self-conscious but it feels like one is undressing a bit of one’s soul, of what is at the essence of one’s being, in a room full of strangers. I do like to dream big but I don’t always like to share that out publicly. Others might think I am crazy. But, that being said, I would rather be crazy and adventurous than live my life in a stalemated routine of sameness. The “bleeding edge” suits me quite fine.

I have people standing on my rock. How do I know this? They are committed to the same work as me. We do it together. Our Superintendent has described his view of the purpose of our organization: “Building Human Capacity.” I would consider that his rock. And I stand on his rock as well as my own. What is your rock? And whose rock do you stand on? Does the clarity of your focus help drive your actions? We are inundated with the urgent that we sometimes lose sight of what is most important. Let’s bring clarity to our work. Which is the hard work worth doing? What’s your rock?

 

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Extreme Learning: Extreme Influence

Posted on December 2, 2012 by | Leave a comment


Karen Lirenmans is an extreme learner. This is not much different from how she trains. We rode our bikes out to the tip of River Road and back again. It was on the way back and in the last five minutes of our 90-minute ride that she dropped me.  I was actually stunned. I had forgotten she had completed five Ironmans. She is unassuming in her endurance and remarkable in her tenacity. She brings the same intensity to her learning and her teaching. Perhaps what is most remarkable about Karen, however, is the measure of influence she is having across North America. Tucked away in the corner of Bonnacord Elementary School in Surrey, B.C., she spends her days teaching six year olds. This is her first love. She cares passionately and deeply about her students.  She is determined to see them be successful. By night she shares her stories, her struggles and her passion for learning and her students around the globe.

Karen is focused on good instruction. She only recently fell into using technology. Initially, she didn’t even have an iPad. She borrowed the district’s loaner iPod set for a short time.  Seeing her intensity for integrating technology, my team found a way to get her one iPad. That was how it started. We smuggled her into an Apple Canada Bootcamp at the Richmond Headquarters with a secondary school staff so she could get some intensive hands-on instruction. From that small beginning she has since been catapulted into the limelight as an oft-requested presenter, speaker and writer.  She has even been asked to write a book. Her post about Using One iPad in the Classroom (click here) went viral, receiving over 7600 hits.  She has written for the International Reading Association on three separate occasions (click here).  She has written for Kidblog as well (click here). Her podcast is featured here.  Her upcoming webinar is scheduled December 8th and you can register here. She just became a DEN Star (see what that means here). Besides her prolific popularity in the digital world, she is frequently asked to present after school workshops or pro-d sessions in our district. She is one of our district’s Innovators (also referred to as a “mover & shaker”) as well as a Digital Coach. She is now involved in an Innovative Learning Designs Project (Phase 2) at her school as well as the district’s Making Thinking Visible (one-to-one literacy pilot). She is recently became part of a joint initiative between the district and the union focused on Teacher Inquiry.

In her words:

In July 2011, I joined twitter and almost immediately became a connected educator learning from some amazing global educators.  Seeing the potential of being a connected educator, I felt it was important for my students to be connected learners too.  We set up a class blog where we shared our learning with the world (over 20,000 hits).  My students were given their own individual blogs to write for a global audience.  We regularly visited class blogs, and left comments and responded to the comments that left for us.  We skyped, and face timed with classes in Ontario, Saskatchewan, and Illinois, sharing our learning with them while learning from them too.  We took part in twitter chats with other classes, and even started our own hash tag where we shared secrets about Santa with the world.   We learned how to draw a comic character from a student in Ontario through a video his teacher had.  We connected globally and learned from students around the world.  In addition we were involved in several global projects including Quad Blogging, Full of Beans Project, and a Flat Classroom Pilot Project.  We worked collaboratively with many other classes in the Flat Classroom project. While my students learned from me, their teacher, they also learned from one another and from children and teachers around the world.  We were true global learners. Oh and did I mention, my students were only in grade one.

Karen continues to push her own learning, to create connected opportunities for her students and to share her thinking around the globe. Few would know we have a teacher like this hidden in our own backyard. A women of extremes, whether she is training for an Ironman, pursuing her own learning, teaching her students or influencing the educators around her and across the globe—clearly, she is transforming the way we learn and teach.

Karen Lirenman teaches at Bonnacord Elementary School in Surrey, British Columbia. She has taught for over 20 years. You can follow Karen on Twitter at @KLirenman. She is a regular contributor to #1stchat.

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